Preliminary-Blueprint-Eng

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2-5 EXHIBIT 2-2 Time spent by students while awake Percent of hours, students aged 7-17 School 27 73 Home & community 1 Based on 42 weeks in school and average of 5.5 hours in school per day, 2 hours compulsory co-curricular activities per week, 8 hours sleep per day SOURCE: Ministry of Education sample student timetables (2011); Improving Health and Social Cohesion through Education (2010), Centre for Education Research and Education (OECD) Delivering with Greater efficiency Malaysia’s consistently high level of expenditure on education relative to its federal budget is indicative of the Government’s commitment to education. These expenditure levels have resulted in almost universal access to primary and lower secondary education and relatively high upper secondary enrolments, but there remains room for improvement on the other dimensions of quality, equity, and unity. Consequently, returns (in the form of student outcomes) must be maximised for every ringgit spent. As the Ministry strives towards delivering the education system aspirations, execution will be done responsibly and will pay heed to efficient and effective deployment of public resources so as to maximise student outcomes within the given budget. The Government is also committed to maintaining the current level of investment in the system of approximately 16% of the annual federal budget. StUDent ASpirAtionS The Malaysian education system aspires to ensure that every student in every school in every state achieves their full potential. Each and every school leader, teacher, parent, and the community has an important role to play in ensuring that the young people in their charge are moving towards these aspirations. The Blueprint will continue to use the National Education Philosophy’s vision of a balanced education as its foundation for individual student aspirations. This is in line with the feedback from the National Dialogue . It has also drawn on learnings from high-performing systems to develop a refined articulation of the specific attributes and competencies that students will need to succeed and thrive in an increasingly globalised world. Accordingly, the National Education Philosophy’s vision of a balanced education is reflected in six elements (Exhibit 2-3). The emphasis is not just on the importance of knowledge, but also on developing critical, creative, and innovative thinking skills; leadership skills; proficiency in Bahasa Malaysia and the English language; character and values; and a strong sense of national identity. These elements also highlight the focus on enabling all students to contribute meaningfully to their families, to society, and to the nation. Knowledge At the most basic level, every student needs to be fully literate and numerate. This equips them with basic life skills, and enables them to function effectively in society so that they can create value for themselves, their community, and the nation. In addition, it is important that students master core subjects like Bahasa Malaysia, English language, Mathematics, Science, and History. To be well-rounded, students will be encouraged to be informed and knowledgeable in other areas such as the arts, music and sports. Beyond just acquiring this knowledge, it is important that every student has the ability to apply this knowledge in day-to-day situations. thinking skills Every student needs to possess a spirit of inquiry and learn how to continue acquiring knowledge throughout their lives, to be able to connect different pieces of knowledge, and, most important of all in a knowledge-based economy, to create new knowledge. Every student needs to master a range of important cognitive skills: ▪ Creative Thinking and Innovation: the ability to innovate, to generate new possibilities, and to create new ideas or knowledge; ▪ Problem-solving and reasoning: the ability to anticipate problems and approach issues critically, logically, inductively, and deductively in order to find solutions, and ultimately make decisions; and ▪ Learning Capacity: the ability to independently drive one’s own learning, coupled with the appreciation of the value of lifelong learning. This is an area where the system has historically required more improvement, resulting in students being less able than they should be in applying knowledge and thinking critically outside of familiar academic contexts. Consequently, it is more important than ever for the education system to help every student to acquire these thinking skills. Leadership skills Being able to work effectively with and lead others is critical, especially in our increasingly inter-connected world. In the National Dialogue, the importance of instilling leadership and the ability to work effectively in teams for every student was consistently raised. The education system seeks to help every student reach their full potential by taking on leadership roles, and by working in groups. In the context of the education system, leadership comprises four elements: ▪ Entrepreneurship: taking the initiative to create and develop one’s own solutions, the willingness to invest one’s own resources in doing so, and the drive to see these through to their realisation; ▪ Resilience: developing a mindset that is both constructive and able to withstand setbacks;
Attributes and aspirations for every student EXHIBIT 2-3 Attributes and aspirations for every student Every student will have … Thinking skills K nowledge Leadership skills B ilingual proficiency thics and spirituality E Malaysia Education Blueprint 2013 - 2025 Chapter 2 Vision and Aspirations National identity Image by MOE … aligned with the National Education Philosophy 2-6
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Malaysia Education Blueprint 2013 -
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CHAPTER 1 CONTExT AND
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TION Our education system has been
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Delivering the shifts in achievemen
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Page 15 and 16: CHAPTER 5 TEACHERS AND SCHOOL LEADE
Page 17 and 18: CHAPTER 4 CURRICUlUM AND ASSESSMENT
Page 19: CHAPTER 8 SEQUENCINg THE TRANSfORMA
Page 22 and 23: E-1 executive summary In October 20
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Page 28 and 29: E-7 challenges remain in achieving
Page 30 and 31: E-9 aspiratiOns fOr the malaysian e
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Page 34 and 35: E-13 shift 3: develop values-driven
Page 36 and 37: E-15 Eleven shifts to transform the
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Page 40 and 41: E-19 shift 7: leverage ict to scale
Page 42 and 43: E-21 shift 9: partner with parents,
Page 44 and 45: E-23 What Impact Will This Transfor
Page 46 and 47: E-25 EXHIBIT 9 the education transf
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Page 53 and 54: Background to the Blueprint In 1957
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Page 57 and 58: ▪ Fieldwork at both urban and rur
Page 59: The Ministry acknowledges how impor
Page 62 and 63: 2-1 2. vision and aspirations Every
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Page 73 and 74: EXHIBIT 3-1 Profile of the Malaysia
Page 75 and 76: EXHIBIT 3-3 Educational attainment
Page 77 and 78: EXHIBIT 3-5 Malaysian national exam
Page 79 and 80: Malaysia’s performance in the 200
Page 81 and 82: EXHIBIT 3-12 Comparison of Malaysia
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Page 85 and 86: Comparison of results between the T
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Page 89 and 90: EXHIBIT 3-23 Comparison of within-s
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Page 97 and 98: Which countries Spend the most on e
Page 99: As illustrated in this chapter, Mal
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Page 110 and 111: 4-9 EXHIBIT 4-6 English and Bahasa
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4-15 Centres of Excellence for Indi
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4-17 ▪ Special education schools:
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4-19 special award schools The Mini
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4-21 Johor’s Best Practices -- id
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4-23
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CHAPTER 5 Teachers and
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TEACHERS The Ministry will ensure t
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EXHIBIT 5-4 Breakdown of academic r
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EXHIBIT 5-5 Breakdown of average st
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ole) in 25 years. Nonetheless, this
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e-Guru Video library The Ministry h
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SCHOOl lEADERS The Ministry will en
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Reviews indicate that these trainin
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Establishing a principal residency
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6-1 6. Ministry transformation The
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6-3 EXHIBIT 6-1 selected examples o
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6-5 LinUs case study on strong prog
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6-7 ▪ Federal: The Head Office wi
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6-9 The Ministry will also prioriti
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6-11 The roadmap: maximising studen
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6-13 incorporating outcome-based bu
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6-15 EXHIBIT 6-11 identified gaps i
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6-17 EXHIBIT 6-13 school infrastruc
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6-19 single- and double-session sch
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6-21 One reason usage still appears
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6-23 discussed in Chapter 4, and wi
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6-25
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CHAPTER 7 SyStem
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EXHIBIT 7-1 the Malaysian education
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Preschool education Early Childhood
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EXHIBIT 7-3 Compulsory education po
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partners to improve the industry re
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In addition, there are approximatel
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enhancing the religious education p
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evaluating sports and arts schools
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current system structure to be main
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They will be provided with addition
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education can make a significant di
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launching an engagement toolkit for
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engaging the broader community Scho
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8-1 8. Delivering the roadmap The M
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8-3 Sequencing the tranSformation T
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8-5 EXHIBIT 8-3 the education trans
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8-7 ▪ Enhanced practicum in vocat
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8-9 Delivering Differently A well-c
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8-11 getting StarteD The first year
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G-1 1BestariNet A project to equip
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G-3 IPTS Institut Pengajian Tinggi
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G-5 National dialogue engagement an
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G-7 SK Sekolah Kebangsaan or Nation
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A-1 Appendix i: A Brief History of
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A-3 educatIon develoPment durIng th
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A-5 Appendix ii. Methodology The de
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A-7 analyses conducted By the Pmo T
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A-9 analyses conducted By PuBlIc un
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A-11 roundtable discussions These w
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A-13 Appendix iii: national dialogu
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A-15 Subtopic Example topic raised
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A-17 school quality Subtopic Exampl
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A-19 student learning Subtopic Exam
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A-21 Exhibit iV-1 the universal sca
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A-23 Exhibit V-2 PiSA PISA a A samp
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A-25 Exhibit V-4 PiSA PISA a sample
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A-31 Exhibit V-10 PiSA PISA a sampl
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A-33 Exhibit V-12 PiSA PISA a sampl
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A-35 the education transformation w
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A-37 Appendix Vii: GTp 2.0 educatio
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Preliminary-Blueprint-Eng

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